Educational Leader & Researcher
Ph.D · Fulbright Fellow · Peace Corps Volunteer
"Every individual matters. Every individual has a role to play. Every individual makes a difference." — Jane Goodall
Current Role
Founder, GEDI ConsultingSupporting educational change management, operations and inquiry-based teaching and learning.
Credentials
Ph.D · Educational Leadership Fulbright Fellow Returned Peace Corps Volunteer Principal · Published Researcher
Focus Areas
Disability rights · Inclusive education · Traumatic brain injury · School improvement · Growth mindset · Service-learning
Biography
A native of Chicago, my work has taken me around the world. Across the globe there is one common denominator: communities of learners.
Educational leader, Principal, Fulbright Fellow, and Returned Peace Corps Volunteer with over 20 years' experience on three continents in school improvement, ensuring fidelity of curriculum and instruction, and designing growth mindset teaching and learning training and evaluation programs.
Work and research have taken Anne to communities across the globe, building sustainable educational partnerships along the way.
Scholarship
"Leave no stone unturned — students with acquired disabilities."
Autism in Cambodia
The experiences of schools and families in Cambodia policy and practice
In the past two decades, the Royal Government of Cambodia has signed and ratified the United Nations Convention on the Rights of Persons with Disability and the UN Convention on the Rights of the Child. Program analysis of service providers and schools in Cambodia reveals that the medical and educational spheres work independently rather than tangentially. Using an embedded multi-case-study methodology, eight families of children diagnosed with autism highlight their journey from medical diagnosis to the classroom — illuminating gaps in services and giving voice to families navigating a disconnect between government ministries and delivery of services.
Concussion is Brain Injury
The Need for Return-to-Learn Protocols for Hospital and School Collaboration
Over half a million children with traumatic brain injuries pass through United States emergency departments each year. While Return-to-Play legislation exists in all 50 states, very few Return-to-Learn protocols are in place in public schools. This qualitative case study examined collaboration between educational and medical providers at one Michigan high school, illuminating the process of school reintegration for students with concussion. Findings reveal one-directional communication from medical professionals to educators and confused terminology preventing a clear understanding of concussion as a mild traumatic brain injury. This study proposes a new model of "short-term disability" to activate educational accommodations within multi-tiered systems of support.
Invisible Disabilities
After Traumatic Brain Injury
Traumatic Brain Injury is the most common brain injury and the leading cause of disability in children in the United States. This chapter presents an understanding of school re-entry for children with TBI from the perspective of parents, framing their narratives in the medical and social models as well as special education. Findings suggest that community is a constant throughout the process while parents' advocacy roles shift with regard to their child's holistic care. This chapter proposes interventions for educators with consideration of cultural and familial traditions.
Get In Touch
Whether you're interested in collaborating on research, discussing educational leadership, or exploring consulting opportunities with GEDI Consulting, I'd love to hear from you.
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